Fostering young children's creativity is a desired outcome of STEM learning experiences. Such experiences often incorporate hands-on activities that encourage agency, curiosity, and experimentation. While educators generally have a good understanding of how to nurture creativity within a physical learning environment, less is known about creativity in an online context. Prior to the COVID-19 pandemic, little research focused on young children's online learning. During the pandemic, studies involving this age group focused upon the experiences and perceptions of emergency remote learning, rather than intentional online education strategies. This gap creates an opportunity to explore the potential of STEM online learning experiences to meaningfully engage young children in creative thinking. This article analyses key themes emerging from video and interview data obtained during a series of STEM shows and workshops delivered by Scitech to Year 1 children in regional Western Australia, framed by the "A-E of Children's Creativity Framework." Findings illustrate how intentional online learning experiences can engage children creatively, and in turn supports a reframing of perceptions regarding the effectiveness of online delivery for young children.